WHETHER YOUR SHOES ARE TIGHT OR LOOSE

For a little over a year, I’ve been aware of, and making use of, a mindfulness technique put forth by Dr. Nirbhay Singh and colleagues. It’s officially called the (unwieldy but descriptive) “Meditation on the Soles of the Feet” and was designed for use with a developmentally challenged, aggressive adult in a community living environment.

It’s a protocol well suited for such a client because the directions are quite simple, and the practice itself doesn’t require a lot of patience. For those same reasons, I think it appropriate for most everyone. I have personally employed it on occasion, shared it with inmates, and taught it to several kids, whose responses have been notable and encouraging. More about that in future.

The basic directions for this protocol can be found here. And, for purposes of illustration, below is a graduate student demonstration of the technique, in which Student A (“Sarah”) is meant to be eight years old, and Student B is meant to be her school counselor. There are several things I like about the video (the decor not being among them—please, someone, deal with the blinds!).

For one thing, it was extemporaneous. Without rehearsal, Student B had to adjust and respond to whatever Student A said, lending verisimilitude to the project. “Sarah” brought her own set of feelings, reasons, and metaphors to the situation; her counselor was more likely to succeed with her by incorporating them.

Something else I appreciate here is that, while clearly looking, and mostly sounding, like a young woman in her twenties, Student A struck upon something that many, many kids feel in situations that end up landing them in hot water: “I just wanted him/her/them to listen to me.” Often these are kids who aren’t feeling heard at home, for whatever reason. A sensitive counselor helps in large part by doing good listening, at least partly meeting that need.

A special note: in this video, the counselor suggests enlisting the classroom teacher to remind “Sarah” of the mindfulness skill she’s learning. This kind of collaboration can work beautifully or fail utterly, depending largely on the teacher’s approach. Expressed kindly and privately, a helpful reminder can serve its purpose—but children resent it, as do we grownups, when some bit of privileged information seems to be used against us, especially publicly. That being said…

* This demonstration is rather free-form and doesn’t follow the full protocol contained in the authors’ manual, which was unknown and hence unavailable to these students. It may still have some merit. Video used with permission.

Please share your thoughts and experiences

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